|
SAVE THE DATE for the Fall All-HVSA Meeting! We will once again meet virtually during the mornings of Tuesday, Nov. 16, and Wednesday, Nov. 17. Please keep an eye out in the October newsletter for registration links.
It's back to school time for many families, and as we continue to adjust to yet another "new normal" in life during COVID-19, the Washington State Department of Health has some resources for you:
You may have heard about the Child Tax Credit (CTC). Home visitors and advocates can help families sign up for the CTC. We know that money makes domestic violence survivors and their children safer and stable, and this is cash can help families now.
CTC provides monthly cash to families. How much? $3,000 per child, aged 6 to 17 years old, annually, and $3,600 per child, aged zero to five, annually. This averages out monthly to $430 per household depending on family size.
Who is eligible? Many working families, including families who don’t make enough income to file taxes. A person with a social security number and ITIN can get these funds even if they don’t make enough money to file taxes.
Does this impact other benefits? Receiving CTC cash payments does not affect food, TANF, Medicaid, unemployment, or other benefits.
Helping families sign up? Talk to the families you are working with and find out if they know about the CTC and how to get it at this site. Home visitors or advocates can help a family walk through this tool. The site will guide you through the process and help you figure out which steps to follow. If a person did file taxes in 2019 or 2020, they should be automatically signed up to receive the monthly CTC payments. This document includes information in multiple languages.
Improving our advocacy! Let’s make sure folks are getting the cash they are entitled to. Because we want all families to get this money easily, we want to know about the problems people are experiencing. Please share this survey from the Statewide Poverty Action Network with families. If a survivor has safety and confidentiality concerns, they can make up a name and number, and only give information.
|
Looking for a new learning opportunity? DCYF is providing scholarships for two great WA-AIMH training series this fall:
The Growing Brain: From Birth to 5 Years Old is a Zero to Three Certified Curriculum including: the basics of brain development; factors affecting brain growth and development; communication & language development; cognition & executive function; social=emotional development; understanding behavior; and play.
Seven-session (21hr) online workshop series are offered:
-
Sept. 28 – Nov. 9 | Tuesdays | 9 a.m. - Noon or
- Oct. 28 – Dec. 9 | Thursdays | 1-4 p.m.
Foundations of Infant & Early Childhood Mental Health Training Series explores core concepts in infant and early childhood mental health including: centering-caregiver child relationships, supporting early attachment, understanding when babies and young children need advanced support, and cultivating reflective practice. This is a foundational training series for early childhood providers
Five-session (15hr) online workshop series are offered:
- Sept. 27 – Oct. 25 | Mondays | 9 a.m. - Noon or
- Nov. 16 – Dec. 14 | Tuesdays | 9 a.m. - Noon
To Sign Up: Complete this short four question survey: https://www.surveymonkey.com/r/2XCJF39
Please note: Where there is greater interest than training spots available, DCYF may apply equitable participation guidelines to ensure equitable participation across models, programs and program locations.
If you missed the latest Rapid Response webinar “Navigating Separation Anxiety in the time of COVID” you can view the webinar recording here (you must “register” first).
Find additional resources and future webinar registration links at https://rrvhv.earlyimpactva.org/.
-
Register Now: Perinatal Mental Health Training for Home Visitors. Perinatal Supports Washington will lead a six-part virtual training series that provides home visitors with a foundational understanding of perinatal mental health on Wednesdays, Sept. 22 – Oct. 27, 1-4:30 p.m. Register here.
- Register now for the “Parent-Centered ASQ and Referrals Training.” The two-part training will take place on Thursday, Oct. 7 and Thursday, Oct. 14 from 9 a.m. - 1 p.m. Register here.
Here is the recording and slides from a recent webinar that offers insights into understanding the needs LGBTQ+ families and barriers to care as well as ways for your home visiting program to create a more inclusive environment through partnerships, professional development, and language.
August – Home Visiting in a time of COVID-19: Where are we now
During this peer connection, home visitors reflected on what supports and resources have been most critical to carry out home visiting services during the pandemic as well as those that have been most beneficial for families using a Jamboard activity. In our next peer connection, we’ll focus more on technology, how we’ve adapted services through online tools, and how we can continue to improve and engage with families and children.
 Breakout Group Discussion
- What strategies or supports are you currently using for virtual and/or in-person services with families?
- What resources or supports have been essential to you during this time?
- What supports is your organization providing?
- What types of supports do you need in this work?
- What do you need to support families during this time?
- What supports do families need to continue engagement in home visiting?
August HVPC JamBoard Notes
August HVPC Breakout Notes
Resources
Upcoming Dates - every fourth Thursday of the month from 2:30-3:30 p.m. for Home Visitor Peer Connections
Thursday, Sept. 23 (2:30 – 3:30 p.m.)
To sign up for future sessions or share questions and topic ideas follow the registration link!
Register for Home Visiting Peer Connections
August CQI Webinar – CQI Refresher and FY22 Updates
During the webinar, we took a look at CQI basics as well as what it looks like to run PDSA cycles during COVID-19. Using small group breakouts, participants discussed the expertise, best practices, and new methods of engagement that were developed through CQI projects. We also walked through what FY22 CQI activities and reporting will look like for both monthly and quarterly PSRS needs. Moving forward, supervisors will work with their TA providers to develop TA Plans and further identify any CQI needs for individual CQI coaching. For more information and the full slide deck please log into Basecamp or the recording link below.
CQI PDSA Log Change Ideas:
 Breakout Group Discussion
Reflecting on the past year, what do you feel was your most memorable PDSA cycle, and what did you learn?
August CQI Breakout Notes
August CQI Webinar Recording
DCYF CQI Resource and Forms Page
Upcoming Dates – CQI Webinars are held every fourth Wednesday of the month from 1:30 – 2:30 p.m.
Wednesday, Sept. 22 (1:30 – 2:30 p.m.)
Updates and Reminders
*Reminder: PSRS is currently being updated for FY22 CQI reporting needs, for those that still see ‘CQI Charter’ OR ‘CQI Project Plan 1’ as a section for document uploads please disregard this as the system is being changed.
For new supervisors or new CQI team members that need to be added to the calendar invite or Basecamp please reach out with a name and email to rcontreras@startearly.org.
For any other CQI questions or support please feel free to reach out to Camille Carlson, Continuous Quality Improvement and Innovation Manager at ccarlson@startearly.org.
Tribal Term of the Month
Each month, DCYF ESIT Tribal Program Consultant Brian Frisina will provide a key topic to help support us all in getting to know our Tribal Nations partners better.
Tribe or Nation, and Why So Many Names?
American Indian people describe their own cultures and the places they come from in many ways. The word tribe and nation are used interchangeably but hold very different meanings for many Native people. Tribes often have more than one name because when Europeans arrived in the Americas, they used inaccurate pronunciations of the tribal names or renamed the tribes with European names. Many tribal groups are known officially by names that include nation. Every community has a distinct perspective on how they describe themselves. Not all individuals from one community many agree on terminology. There is no single American Indian culture or language. The best term is always what an individual person or tribal community uses to describe themselves. Replicate the terminology they use or ask what terms they prefer.
Avoid generalization
Use conditional language instead! Instead of generalizing phrases like "all Native Americans", use conditional language such as "most Native Americans" or "different Indigenous cultures." There is no one "Indian" language, culture, or way of thinking. Generalizations negate the diversity of Native peoples and create an inaccurate understanding for students. Whenever possible, have your students learn about specific individuals from a community.
Use present tense and contemporary examples
Only using the past tense reinforces the myth of the "Vanishing Indian" and negates the experiences and the dynamic cultures of Native peoples today. If your curriculum teaches the history of Native Americans, also do some research on the community today. Teach your students about contemporary culture and topics. Use the present tense and make Native Americans relevant and contemporary. Emphasize that Indigenous peoples have living cultures that change over time. If you do need to use the past tense, provide context by including dates. Otherwise, it may seem like Native cultures are no longer living.
Refrain from using terminology and phrases that perpetuate stereotypes
Common phrases like "Indian Princess," "Low man on the totem pole," "sitting Indian style," etc., perpetuate stereotypes and imply a monolithic culture. If you are unsure about a phrase, do some research into its origins and think about its meaning and implications.
Learn more
Framework for Essential Understandings about American Indians (PDF)
Marco de Referencia para las Comprensiones Esenciales Sobre los Inígenas Americanos (PDF)
Intergenerational Trauma: Residential Schools
According to the Truth and Reconciliation Commission of Canada, there are approximately 80,000 living Survivors of the Canadian residential school system. For many, the trauma of the mental, physical, and sexual abuse they suffered at the schools hasn’t faded.
Watch to learn how the effects of residential schools continue to manifest into the present day:
Illustrations by Halie Finney. More educational content at The Canadian Encyclopedia.
Every year on Sept. 30, people across Canada wear orange and participate in Orange Shirt Day events to recognize and raise awareness about the history and legacies of the residential school system in Canada. Orange Shirt Day originates from the story of Phyllis Webstad from the Stswecem'c Xgat'tem First Nation.
 Equity Resources to Start Conversations
- Sesame Street celebrates Latinx Heritage month! https://youtube.com/playlist?list=PL8TioFHubWFujWt_EeB5a1dKO1FhD8UGK
-
Racelighting: A Prevalent Version of Gaslighting Facing People of Color, article by Dr. J. Luke Wood and Dr. Frank Harris III.
-
The Toolkit, created by Nicole Nfonoyim-Hara, is a compilation of articles, guides, news, videos, social media, and other tools from several online sources on racial justice and Black Lives Matter activism. The Toolkit is an online social justice resource rooted in a commitment to radical love and service to the Rochester, MN community (and a resource helpful to everyone, in any community.)
-
This Book Is Anti-Racist: 20 Lessons on How to Wake Up, Take Action, and Do the Work by Tiffany Jewell, illustrated by Aurelia Durand: It is written so children and young adults will feel empowered to stand up to the adults who continue to close doors in their faces. This book will give them the language and ability to understand racism and a drive to undo it. In short, it is for everyone.
National Study of Mental Health Consultant Activities
The Center of Excellence for Infant & Early Childhood Mental Health Consultation (CoE for IECMHC) is embarking on a national research study to develop consensus about the core activities of IECMHC. They are looking for eager and experienced IECMHC professionals to apply to participate!
Specifically, preference will be given to individuals who meet at least some of the following criteria:
- Full-time mental health consultant or supervisor*
- *If a supervisor, prior experience as a mental health consultant is required
- Provide consultation to historically underserved populations
- Actively apply the “consultative stance”
- Actively promote equity in their role
- Provide consultation in novel settings (e.g., Part C, home visiting)
- At least five years of IECMHC experience
- Licensed or license-eligible mental health practitioner
Interested and eligible individuals should complete this application by no later than Sept. 24, 2021. If selected, you will be expected to complete three web-based surveys over the course of several months. Participants will be compensated for their time via gift cards totaling $100 over the course of the three surveys.
The plan is to select a panel of 30 individuals who represent diverse backgrounds, experiences, practice settings, and geographic regions. While they realize that many IECMHC programs are currently serving early childhood education settings, they are especially interested in applicants who are delivering IECMHC in other early childhood settings and systems (e.g., Part C, home visiting, child welfare). To ensure a diverse panel, not all qualified applicants will be invited to participate.
Questions? Please direct any inquiries to iecmhc@georgetown.edu and reference “National Study” in the subject line.
Most Ordinary Men: The Importance of Fathers During the Perinatal Period (and Beyond)
|
Hosted by the Washington Interagency Fatherhood Council
Date: Sept. 29, 2021
Time: 12 – 1:30 p.m.
Host: Nick Kasovac, MSOT, IMH-E, Trainer for Conscious Fathering
This presentation will highlight ways that fathers feel left out during the perinatal period across different spectrums, the importance of the father-infant relationship, and the risk factors that contribute to declining mental health. Register here.
|
|
